Sürdürülebilir Gelişme için Eğitimde Öğretmen Uygulamaları ve Okul Öncesi Okulların Fiziksel Ortamları: Eko ve Eko Olmayan Okulların Karşılaştırılması
Yıl 2018,
, 669 - 683, 31.08.2018
Deniz Kahriman-pamuk
,
Refika Olgan
Öz
Bu araştırmanın amacı eko ve eko olmayan okul öncesi eğitim kurumlarının
fiziksel özelliklerini ve okul öncesi öğretmenlerin uygulamalarının SGE
açısından değerlendirmektir. Çalışmanın sonuçlarına göre eko okullarda çalışan
okul öncesi öğretmenlerin SGE uygulamalarına ayırdıkları zaman ve sıklık düzeyi
eko olmayan okullarda çalışan öğretmenlerle karşılaştırıldığında etkisi küçük
olsa da anlamlı derecede yüksek bulunmuştur. Ayrıca SGE’yi destekleyen fiziksel
çevre uyaranları açısından eko okulların daha önde olduğu sonucuna
ulaşılmıştır. Sonuç olarak eko okul yaklaşımı okul öncesi kurumların SGE
açısından fiziksel özelliklerinin iyileştirilmesini sağlayabilir ancak her iki
okul tipinde çalışan öğretmenlerin SGE uygulamaları açısından beklenen kadar
yüksek farka sahip olmaması, bu konu ile ilgili yeni çalışmalara ihtiyaç
duyulduğunu göstermiştir.
Kaynakça
- UNESCO (2006). Framework for the UNDESD International Implementation Scheme. Paris: UNESCO.
- Ozsoy, S. (2012). Investigating Elementary School Students' Perceptions about Environment through Their Drawings. Educational Sciences: Theory and Practice, 12(2), 1132-1139.
- UNESCO (2012). United Nations Decade of Education for Sustainable Development. Rio20. (2005-2014) Retrieved November 11, 2012 from http://www.uncsd2012.org/content/documents/492UNESCO%20Input%20to%20Rio0%20Compilation%20Document.pdf
- Winter, C., & Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341-358.
- FEE Eco-Schools International Coordination (2015). Avaliable at http://www.ecoschools.global/ (accessed 15 June 2010).
- Boeve-de Pauw, J., & Van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513-1538.
- Davis, J.M. (2010). Young Children and the Environment: Early Learning for Sustainability. Melbourne: Cambridge Press.
- Borg, C., Gericke, N., Höglund, H.O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions. Research in Science & Technological Education, 30(2), 185-207.
- Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report, The Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. ISBN, 1(86408), 979.
- Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16(1), 9-37.
- Sweden Environmental Protection Agency (2000). Objectives and Targets for the Swedish Environment. Summary of Proposals (1999), Report 5046, Stockholm, Sweden.
- Bursjöö, I. (2011). How student teachers form their educational practice in relation to sustainable development. Utbildning & Demokrati, 20(1), 59-78.
- Cengizoğlu, S. (2013). Education for Sustainability: Exploring Changes on Young Children’s Perception toward Environmental Problems. Master's thesis, Middle East Technical University, Ankara, Turkey.
- Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975-990.
- Didonet, V. (2008). Early childhood education for a sustainable society. In: Samuelsson I and Kaga Y (eds) The Contribution of Early Childhood Education to a Sustainable Society. Paris: UNESCO, pp. 25-30.
- Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers' conceptions about nature and the environment. Environmental Education Research, 9(4), 461-478.
- Drexhage, J., & Murphy, D. (2010). Sustainable Development: ‘From Brundtland to Rio 2012’. International Institute for Sustainable Development (IISD): New York.
- Milli Eğitim Bakanlığı (2013). 36-72 Aylık çocuklar için okul öncesi eğitim programı [Early childhood education program: For 36-72 month-old children]. Ankara: Author.
- Dyment, J.E., Davis, J.M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
- Engdahl, I., & Ärlemalm-Hagsér, E. (2008). Swedish preschool children show interest and are involved in the future of the world. In Prampling Samuelsson, I. and Kaga, Y. (eds) The Contribution of Early Childhood Education to a Sustainable Society. Paris: UNESCO, pp.116-121.
- FEE Eco-Schools International Coordination (2004). Eco-Schools International Recognition: examples of some key references for eco-schools from different countries. February 2004, Lisbon.
- McNaughton, M.J. (2012). Implementing Education for Sustainable Development in schools: learning from teachers’ reflections. Environmental education research, 18(6), 765-782.
- Fraenkel, J.R., & Wallen, N.E. (2012). Internal validity. In: Fraenkel, J.R. and Wallen, N.E. (eds) How to Design and Evaluate Research in Education. New York: McGraw Hill.
- Huckle, J. (2012). Towards greater realism in learning for sustainability. In: Wals AEJ and Corcoran PB (eds), Learning for sustainability. Wageningen/Utrecht: Wageningen Academic Publishers.
- Gadotti, M. (2010). ESD and Education for All: synergies and potential conflicts. International Review of Education, 56(2-3), 221-234.
- Samuelsson, I. P., & Kaga, Y. (Eds.). (2008). The contribution of early childhood education to a sustainable society (pp. 1-136). Paris: Unesco.
- Gough, A. (2005). Sustainable schools: Renovating educational processes. Applied Environmental Education and Communication, 4(4), 339-351.
- Güler, T. (2009). The Effects of an Ecology Based Environmental Education on Teachers' Opinions about Environmental Education. Egitim ve Bilim, 34(151), 30.
- Hallfreðsdóttir, S. (2011). Eco Schools–Are They Really Better? Unpublished Doctoral Dissertation, Lund University.
- Ärlemalm-Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: in‐service students' comprehension of the concept. Environmental Education Research, 17(2), 187-200.
- OECD/CERI (1991). Environment, Schools and Active Learning.
- Kahriman-Ozturk, D., & Karaarslan, G. (2010). Effect of a Short Term Intervention on Preschool Children’s Attitudes towards Recycling and Reusing. Paper presented at The European Conference on Educational Research, August 23-27, Helsinki, Finland.
- UNESCO (1997). Educating for a sustainable future: A transdisciplinary vision for concerned action (UNESCO publication no. EPD-97/Conf.401/CLD.1). Paris: Author.
- Kalaitzidis, D. (2012). Sustainable school indicators: Approaching the vision through the sustainable school award. Journal of Teacher Education for Sustainability, 14(2), 168-180.
- Korkmaz, A., & Guler Yildiz, T. (2017). Assessing preschools using the Eco-Schools program in terms of educating for sustainable development in early childhood Education. European Early Childhood Education Research Journal, 25(4), 595-611.
- Krnel, D., & Naglic, S. (2009). Environmental Literacy Comparison between ECO-Schools and Ordinary Schools in Slovenia. Science Education International, 20, 5-24.
- Croydon Council (2010). Climate Change Mitigation Strategy.
- Scott, W. (2011). Sustainable Schools and the Exercising of Responsible Citizenship–a review essay. Environmental Education Research, 17(3), 409-423.
- Öhman, J. (2004). Moral perspectives in selective traditions of environmental education – conditions for environmental moral meaning‐making and students' constitution as democratic citizens. In: Learning to change our world? Swedish research on education & sustainable development. Lund, Sweden: Studentlitteratur, pp. 33–59.
- Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942.
- Oulton, C., Dillon, J., & Grace, M.M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423.
- Bajd, B. & Lescanec, T. (2011). The influence of the eco-school and healthy school projects on environmentally responsible behaviour of primary school pupils. Even Rehulka, Volume School and Health for the 21st century, 79-86.
- Alıcı, S. (2013). The Effects of Creative Drama on Preschool’s Children Environmental Awareness. Master's thesis, Middle East Technical University, Ankara, Turkey.
- UNESCO (2002). Education for sustainability—From Rio to Johannesburg: Lessons learnt from a decade of commitment. Paris: Author.
- Siraj-Blatchford, J., Smith, K.C., & Samuelsson, I.P. (2010). Education for sustainable development in the early years. OMEP, World Organization for Early Childhood Education.
- Sterling, S. (2001). Sustainable Education: Re-Visioning Learning and Change, Schumacher Briefings. Schumacher UK, CREATE Environment Centre, Seaton Road, Bristol, England.
- Sterling, S., & Huckle, J. (2014). Education for sustainability. Routledge.
- Daries, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J., & Vallabh, P. (2009). Early childhood education for sustainability: Recommendations for development. International Journal of Early Childhood, 41(2), 113-117.
- Cincera, J., Kroufek, R., Simonova, P., Broukalova, L., Broukal, V., & Skalík, J. (2015). Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program. Environmental Education Research, 1-18. doi: 10.1080/13504622.2015.1076768
- UNESCO (2003). United Nations Decade of Education for Sustainable Development (2005-2014): Framework for the International Implementation Scheme. Paris, UNESCO.
- Björneloo, I. (2007). Innebörder av hållbar utveckling: en studie av lärares utsagor om undervisning. Stockholm: Liber.
- UNESCO (2005). United Nations Decade of Education for Sustainable Development (2005-2014) Retrieved October 5, 2010 from http://portal.unesco.org/education/admin/ev.php
- Feriver, Ş., Teksöz, G., Olgan, R., & Reid, A. (2016). Training early childhood teachers for sustainability: towards a ‘learning experience of a different kind’. Environmental Education Research 22(5): 717-746.
Teacher Practices and Preschool Physical Environment for Education for Sustainable Development: Eco Vs Ordinary Preschools
Yıl 2018,
, 669 - 683, 31.08.2018
Deniz Kahriman-pamuk
,
Refika Olgan
Öz
This
study aimed to determine the frequency of and time allocation for education for
sustainable development (ESD) practices of preschools teachers and examine
the ESD indicators in the physical environment of eco and ordinary
schools. The results indicate that the frequency of and time allocated for the
ESD practices of eco preschool teachers were significantly higher than those of
teachers in ordinary preschools but only with a small effect size. The results
also demonstrate that there are more facilities to support ESD in
eco-preschools compared to ordinary preschools. In conclusion, the
eco-school approach may promote ESD indicators in preschools; however, the
small effect size and similar mean scores of teachers in both schools emphasize the necessity of further investigating the issue.
On the other hand, the significant differences between eco and ordinary
preschools in terms of the physical environment demonstrate the unequal conditions
of preschools in terms of ESD.
Kaynakça
- UNESCO (2006). Framework for the UNDESD International Implementation Scheme. Paris: UNESCO.
- Ozsoy, S. (2012). Investigating Elementary School Students' Perceptions about Environment through Their Drawings. Educational Sciences: Theory and Practice, 12(2), 1132-1139.
- UNESCO (2012). United Nations Decade of Education for Sustainable Development. Rio20. (2005-2014) Retrieved November 11, 2012 from http://www.uncsd2012.org/content/documents/492UNESCO%20Input%20to%20Rio0%20Compilation%20Document.pdf
- Winter, C., & Firth, R. (2007). Knowledge about education for sustainable development: Four case studies of student teachers in English secondary schools. Journal of Education for Teaching, 33(3), 341-358.
- FEE Eco-Schools International Coordination (2015). Avaliable at http://www.ecoschools.global/ (accessed 15 June 2010).
- Boeve-de Pauw, J., & Van Petegem, P. (2011). The effect of Flemish eco-schools on student environmental knowledge, attitudes, and affect. International Journal of Science Education, 33(11), 1513-1538.
- Davis, J.M. (2010). Young Children and the Environment: Early Learning for Sustainability. Melbourne: Cambridge Press.
- Borg, C., Gericke, N., Höglund, H.O., & Bergman, E. (2012). The barriers encountered by teachers implementing education for sustainable development: discipline bound differences and teaching traditions. Research in Science & Technological Education, 30(2), 185-207.
- Henderson, K., & Tilbury, D. (2004). Whole-school approaches to sustainability: An international review of sustainable school programs. Report, The Australian Research Institute in Education for Sustainability (ARIES) for The Department of the Environment and Heritage, Australian Government. ISBN, 1(86408), 979.
- Breiting, S., & Wickenberg, P. (2010). The progressive development of environmental education in Sweden and Denmark. Environmental Education Research, 16(1), 9-37.
- Sweden Environmental Protection Agency (2000). Objectives and Targets for the Swedish Environment. Summary of Proposals (1999), Report 5046, Stockholm, Sweden.
- Bursjöö, I. (2011). How student teachers form their educational practice in relation to sustainable development. Utbildning & Demokrati, 20(1), 59-78.
- Cengizoğlu, S. (2013). Education for Sustainability: Exploring Changes on Young Children’s Perception toward Environmental Problems. Master's thesis, Middle East Technical University, Ankara, Turkey.
- Hedefalk, M., Almqvist, J., & Östman, L. (2015). Education for sustainable development in early childhood education: a review of the research literature. Environmental Education Research, 21(7), 975-990.
- Didonet, V. (2008). Early childhood education for a sustainable society. In: Samuelsson I and Kaga Y (eds) The Contribution of Early Childhood Education to a Sustainable Society. Paris: UNESCO, pp. 25-30.
- Flogaitis, E., & Agelidou, E. (2003). Kindergarten teachers' conceptions about nature and the environment. Environmental Education Research, 9(4), 461-478.
- Drexhage, J., & Murphy, D. (2010). Sustainable Development: ‘From Brundtland to Rio 2012’. International Institute for Sustainable Development (IISD): New York.
- Milli Eğitim Bakanlığı (2013). 36-72 Aylık çocuklar için okul öncesi eğitim programı [Early childhood education program: For 36-72 month-old children]. Ankara: Author.
- Dyment, J.E., Davis, J.M., Nailon, D., Emery, S., Getenet, S., McCrea, N., & Hill, A. (2014). The impact of professional development on early childhood educators’ confidence, understanding and knowledge of education for sustainability. Environmental Education Research, 20(5), 660-679.
- Engdahl, I., & Ärlemalm-Hagsér, E. (2008). Swedish preschool children show interest and are involved in the future of the world. In Prampling Samuelsson, I. and Kaga, Y. (eds) The Contribution of Early Childhood Education to a Sustainable Society. Paris: UNESCO, pp.116-121.
- FEE Eco-Schools International Coordination (2004). Eco-Schools International Recognition: examples of some key references for eco-schools from different countries. February 2004, Lisbon.
- McNaughton, M.J. (2012). Implementing Education for Sustainable Development in schools: learning from teachers’ reflections. Environmental education research, 18(6), 765-782.
- Fraenkel, J.R., & Wallen, N.E. (2012). Internal validity. In: Fraenkel, J.R. and Wallen, N.E. (eds) How to Design and Evaluate Research in Education. New York: McGraw Hill.
- Huckle, J. (2012). Towards greater realism in learning for sustainability. In: Wals AEJ and Corcoran PB (eds), Learning for sustainability. Wageningen/Utrecht: Wageningen Academic Publishers.
- Gadotti, M. (2010). ESD and Education for All: synergies and potential conflicts. International Review of Education, 56(2-3), 221-234.
- Samuelsson, I. P., & Kaga, Y. (Eds.). (2008). The contribution of early childhood education to a sustainable society (pp. 1-136). Paris: Unesco.
- Gough, A. (2005). Sustainable schools: Renovating educational processes. Applied Environmental Education and Communication, 4(4), 339-351.
- Güler, T. (2009). The Effects of an Ecology Based Environmental Education on Teachers' Opinions about Environmental Education. Egitim ve Bilim, 34(151), 30.
- Hallfreðsdóttir, S. (2011). Eco Schools–Are They Really Better? Unpublished Doctoral Dissertation, Lund University.
- Ärlemalm-Hagsér, E., & Sandberg, A. (2011). Sustainable development in early childhood education: in‐service students' comprehension of the concept. Environmental Education Research, 17(2), 187-200.
- OECD/CERI (1991). Environment, Schools and Active Learning.
- Kahriman-Ozturk, D., & Karaarslan, G. (2010). Effect of a Short Term Intervention on Preschool Children’s Attitudes towards Recycling and Reusing. Paper presented at The European Conference on Educational Research, August 23-27, Helsinki, Finland.
- UNESCO (1997). Educating for a sustainable future: A transdisciplinary vision for concerned action (UNESCO publication no. EPD-97/Conf.401/CLD.1). Paris: Author.
- Kalaitzidis, D. (2012). Sustainable school indicators: Approaching the vision through the sustainable school award. Journal of Teacher Education for Sustainability, 14(2), 168-180.
- Korkmaz, A., & Guler Yildiz, T. (2017). Assessing preschools using the Eco-Schools program in terms of educating for sustainable development in early childhood Education. European Early Childhood Education Research Journal, 25(4), 595-611.
- Krnel, D., & Naglic, S. (2009). Environmental Literacy Comparison between ECO-Schools and Ordinary Schools in Slovenia. Science Education International, 20, 5-24.
- Croydon Council (2010). Climate Change Mitigation Strategy.
- Scott, W. (2011). Sustainable Schools and the Exercising of Responsible Citizenship–a review essay. Environmental Education Research, 17(3), 409-423.
- Öhman, J. (2004). Moral perspectives in selective traditions of environmental education – conditions for environmental moral meaning‐making and students' constitution as democratic citizens. In: Learning to change our world? Swedish research on education & sustainable development. Lund, Sweden: Studentlitteratur, pp. 33–59.
- Olgan, R. (2015). Influences on Turkish early childhood teachers’ science teaching practices and the science content covered in the early years. Early Child Development and Care, 185(6), 926-942.
- Oulton, C., Dillon, J., & Grace, M.M. (2004). Reconceptualizing the teaching of controversial issues. International Journal of Science Education, 26(4), 411-423.
- Bajd, B. & Lescanec, T. (2011). The influence of the eco-school and healthy school projects on environmentally responsible behaviour of primary school pupils. Even Rehulka, Volume School and Health for the 21st century, 79-86.
- Alıcı, S. (2013). The Effects of Creative Drama on Preschool’s Children Environmental Awareness. Master's thesis, Middle East Technical University, Ankara, Turkey.
- UNESCO (2002). Education for sustainability—From Rio to Johannesburg: Lessons learnt from a decade of commitment. Paris: Author.
- Siraj-Blatchford, J., Smith, K.C., & Samuelsson, I.P. (2010). Education for sustainable development in the early years. OMEP, World Organization for Early Childhood Education.
- Sterling, S. (2001). Sustainable Education: Re-Visioning Learning and Change, Schumacher Briefings. Schumacher UK, CREATE Environment Centre, Seaton Road, Bristol, England.
- Sterling, S., & Huckle, J. (2014). Education for sustainability. Routledge.
- Daries, J., Engdahl, I., Otieno, L., Pramling-Samuelson, I., Siraj-Blatchford, J., & Vallabh, P. (2009). Early childhood education for sustainability: Recommendations for development. International Journal of Early Childhood, 41(2), 113-117.
- Cincera, J., Kroufek, R., Simonova, P., Broukalova, L., Broukal, V., & Skalík, J. (2015). Eco-School in kindergartens: the effects, interpretation, and implementation of a pilot program. Environmental Education Research, 1-18. doi: 10.1080/13504622.2015.1076768
- UNESCO (2003). United Nations Decade of Education for Sustainable Development (2005-2014): Framework for the International Implementation Scheme. Paris, UNESCO.
- Björneloo, I. (2007). Innebörder av hållbar utveckling: en studie av lärares utsagor om undervisning. Stockholm: Liber.
- UNESCO (2005). United Nations Decade of Education for Sustainable Development (2005-2014) Retrieved October 5, 2010 from http://portal.unesco.org/education/admin/ev.php
- Feriver, Ş., Teksöz, G., Olgan, R., & Reid, A. (2016). Training early childhood teachers for sustainability: towards a ‘learning experience of a different kind’. Environmental Education Research 22(5): 717-746.